Equipped for learning? A follow-up of the effectiveness of an Access to HE delivery model for skills for participatory learning at University Anastasia Dimitriadou Westminster Kingsway College

Outline This presentation explores former Access to HE students experiences of the first year of study at HE The first part contextualises the former Access to HE within higher education The second part discussed the experiences of former Access to HE students 1 st year of study at university

Setting the Context: Access to HE Access to HE programmes developed as alternative routes to HE for 21+ students Access to HE characterised by student orientation and focus on process of learning and skills development (Parry 1986) Subjects introduced rather than studied in depth (OCNLR 2008) In a inner London FE college a hybrid learning and teaching model emphasising on flexibility and individualism was identified (Nieto et al 2008)

Setting the Context: 1 st year HE experience Universities offer additional learning support through study skills courses aiming to enhance skills for independent learning However, previous research highlighted: –No relationship between student services and retention rates (Thomas et al 2002) –Continuation of HE study related to institutional culture gap between HE & FE (Hayes & King 1997; Archer 2001) Socioeconomic characteristics of mature students (Reay et al 2002; Connelly & Chakrabarti 1999) Student contact with academic staff (Yorke & Londgen 2008)

Aims & Research Questions Aim To investigate the value of an Access to HE teaching and learning model developed in an inner London FE college Research Questions 1.How do former Access to HE students perceive the demands of their higher education course compared with the demands of the access programme? 2.Do former Access to HE students, use study skills services offered by their universities and why? 3.What learning strategies, if any, do former Access to HE students employ to meet the demands of their higher education course?

Research Design Follow-up of previous case study investigating the development of skills for independent learning in an Access to HE programme. Data collected through semi-structured interviews with 7 former Access to HE students Thematic analysis approach using Atlas.ti 5 Participants were in their mid 20s & 30s formerly Access to HE/Social Sciences- Humanities students, currently studying Business Studies, Social Policy, Politics, Law and Primary Education

Coping with the demands of assessment Process of assessment of coursework more demanding at HE – lack of chance to incorporate tutor feedback in final draft Separation of subject delivery and study skills at HE – learner has to combine knowledge gained from different sources Academic writing additional problem for students with ESOL needs Submission deadlines tight at HE – mature students with prior responsibilities encounter time management problems Perception of academic work as being a technical process (instrumental and assessment-led) rather than as a journey of personal understanding.

Student B. – Single mother, with ESOL needs I think that the problem is, eh, English is my second language, I think for me, it would be good if they could give me more time, but as I said, they have to give all of us the same time. But, definitely, I need more time. In one task for example they asked for academic writing. But academic writing is quite difficult because we speak English as a second language, so I need more time, eh, to search, to have the right words at the right place. What I used to do [in Access] is just copy, most of the time copy and paste to be honest. My access tutor warned me about this.

Accepting feedback & seeking learning support as part of learning experience Grades definite and feedback not always detailed and carefully constructed; no opportunity to incorporate feedback into assignment Assessment on content and academic writing style; feedback however on content only Feedback on academic style sought from learning support services Learning experience at HE characterised by seeking autonomously different sources of knowledge (readings, lectures, VLEs, LS) and combining these in coursework

Student G. – Politics & Law I think that first, when you do write your assignment you do get to read some last year's work (…) if you do make sure that you write to best of your ability and make sure you finish it on time, and ask some mates of yours to read it, then take it to the learning support so they can check the grammar and spelling. If you don't understand the question you can always go back to your tutors and ask. (…) When they do assess your essays and you have a good grade, you feel good, empowered. When you have a bad grade, you feel bad. If you do have support and stay the same you feel disappointed, if you do better with support you continue going there because you feel good that you have improved.

Becoming autonomous learners Learning at HE is an individual process – absence of any mentoring system or study peer groups Access to HE prepared students for learner autonomy in terms of skills/techniques needed to devise learning strategies If students expect the flexibility of Access to HE in HE study, they will encounter problems Existence of learning support services enable the preservation of learner autonomy as the student decides to seek or not help

Student C. – Business Studies The key thing is that you are autonomous, I do think that access prepares you for that because we were given assignments. (…) I think the thing with the access programme was it a melting pot, there were a lot of mature students, diverse, but I guess that for those who bang on it you do learn independent learning from there, especially from the research.

Concluding thoughts Students feel to have technical skills to complete assessments and conception towards becoming autonomous learners, but still experience problems related to time management HE students showed to adopt a technical approach and not a deep approach to learning Concerns about the absence of teacher/learner dialogue at HE that characterised Access to HE courses leads some to seek as substitute of this in learning support services Transition from Access to HE to 1 st year of HE study shows signs of irregularity in terms of the ability to apply personal experiences and skills to theoretical knowledge in the assessment

References Archer, L. (2001) Detours, dead-ends and blocked roads: Inner-city, working class adults' access to higher education. Paper presented at SCUTREA, 31st Annual Conference, 3-5 July 2001, University of East London. Connelly, G. and Chakrabarti, M. (1999), Access Courses and Students from Minority Ethnic Backgrounds, Journal of Further and Higher Education, 23(2): Hayes, K. and King, E. (1997) Mature students in higher education: III. Approaches to studying in Access students, Studies in Higher Education, 22(1): Nieto, F., Dimitriadou, A. and Davy, N. (2008) Developing Skills for Independent Learning for Access to Higher Education Students. Paper presented at the FACE annual conference 2 nd – 4 th July, York, St John University. Available online at [accessed on 22/06/09]. OCNLR (2008) General Information about Access Programmes, available online at [accessed on 29/06/09]. Parry, G. (1986) From patronage to partnership Journal of Access Studies, 1(1): Reay, D., Ball, S. and David, M. (2002) Its taking me a long time but Ill get there in the end: mature students on access courses and higher education choice, British Educational Research Journal, 28(1):5-19. Thomas, L, Quinn, J, Slack, K and Casey, L (2002) Student services: effective approaches to retaining students in higher education: Full research report - Staffordshire: Institute for Access Studies, Staffordshire University. Available online at studies/docs/SSReport.pdf [accessed on 17/06/09]. studies/docs/SSReport.pdf Yorke, M. and Londgen, B. (2008) The first-year experience of higher education in the UK: Final Report. York: Higher Education Academy. Available online at rt.pdf [accessed on 15/06/09]. rt.pdf